Cardboard Backboard - SCOPES Digital Fabrication
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Lesson Details

Subjects
Engineering, Mathematics, Unplugged
Age Ranges
8-11, 11-14, All ages
Fab Tools
2D design software, 3D Design Software, 2D and 3D design software, Recycled Material, Computer
Standards
K.G.A1, K.G.B5, 1.MD.C4, 2.MD.A1, 2.MD.A2, 3.MD.D8, 3.MD.B3, 3.MD.B4, 4.NF.B4c, 4.MD.A3, 5.NF.B6, 5.G.A2, 6.SP.A1, 6.SP.A2, 6.SP.A3, 6.SP.B4, 6.SP.B5
Author
Aidan Mullaney

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Author

Aidan Mullaney
Aidan Mullaney
Other
Aidan Mullaney is the Instructional Manager for the GE/Celtics Brilliant Play Lab. His primary role with the Fab Foundation is developing and delivering curriculum for the middle school mobile lab. Aidan facilitates career-related activities with a focus on STEM in… Read More

Summary

Learn how to make a cardboard backboard out of household materials. Once assembled, complete the attached statistics worksheet and see how many shots you can make. Apply digital fabrication skills by designing your backboard in CAD and vector software.

 

Safety note: This activity requires the use of scissors and other sharp objects; parental supervision is advised.

What You'll Need

Lesson Materials

The Instructions

Make the Rim

Bend the wire hanger in half in the opposite direction of the top hook. Form a circle with the overlapping wire. Place the loop around the top hook of the hanger to finish the rim.

 

 

Measure and Cut the Backboard

Measure the diameter of the rim. Using this measurement, calculate the width and height of the backboard: The backboard width is 4x the diameter of the rim. The backboard height is 2 ⅔ or 2.66x the diameter of the rim. Cut the cardboard using the measurements. Color or tape the boarders of the backboard.

 

Create the Inner Rectangle

The inner rectangle width is 1 ⅓ or 1.33x the diameter of the rim and the height is the equal to measurement of the rim. Find the mid-point of the backboard and place a dot at this point. Center the inner rectangle above the mid-point, slightly higher than the boarder of the backboard.

Attach the Rim to the Backboard

Cut a small hole through the backboard at the mid-point just above perimeter of the inner rectangle. Carefully place the hook of the rim/hanger through the hole. Bend the hook up and perpendicular to the rim, so it rests against the rear of the backboard. Use duct tape to tape it firmly to the back.

 

Fasten Netting to Rim

Add netting to the rim using string. As a substitute, use a potato or onion mesh bags and tape it to the rim.

Hang the Backboard

Fasten the assembled backboard to the wall or a door. If placing the backboard on a door, create door anchors with excess cardboard and duct tape.

 

 

Play!

Test out the newly assembled backboard.

Connections to Statistics

Complete the attached Statistics Data Sheet by playing with your new Cardboard Backboard

Cardboard Backboard Statistics Data Sheet

Connections to Digital Fabrication

Using free software such as Tinkercad and Inkscape (pictured), digitally design a new backboard.

Standards

  • (K.G.A1): Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
  • (K.G.B5): Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
  • (1.MD.C4): Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
  • (2.MD.A1): Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
  • (2.MD.A2): Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
  • (3.MD.D8): Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
  • (3.MD.B3): Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
  • (3.MD.B4): Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-- whole numbers, halves, or quarters.
  • (4.NF.B4c): Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
  • (4.MD.A3): Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
  • (5.NF.B6): Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
  • (5.G.A2): Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
  • (6.SP.A1): Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.
  • (6.SP.A2): Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
  • (6.SP.A3): Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
  • (6.SP.B4): Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
  • (6.SP.B5): Summarize numerical data sets in relation to their context, such as by:

Common Core Standards

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